Implementation of the RME Approach on the Fluency of Mathematical Procedures and Students' Interest in Learning
Keywords: Realistic Mathematic Education (RME), procedural fluency, learning interest
Abstract
The Realistic Mathematics Education (RME) approach integrates real-world contexts to enhance both aspects simultaneously. This study aimed to examine: (1) the effect of the RME approach on procedural fluency and learning interest, (2) its effect on procedural fluency, and (3) its effect on learning interest. A quasi-experimental post-test-only control group design was employed. Data were analyzed using multivariate analysis (Henze–Zirkler, Box’s M, Hotelling’s T²) and univariate analysis (Shapiro–Wilk, F-test, t-test) with R. The results showed 1) there is a significant difference (p-value = 0,0484 < 0,05), 2) there was no significant difference in student’s mathematical procedural fluency (p-value = 0,2068 > 0,05), and 3) there was no significant difference in student’s learning interest (p-value = 0,0509 > 0,05). Nevertheless, effect size analysis revealed a small practical effect of the RME approach on procedural fluency (d = 0.374) and a moderate effect of the expository approach on learning interest (d = 0.585). These findings highlight the interconnection between cognitive and affective aspects in mathematics learning, suggesting that the RME approach is effective when both aspects are considered simultaneously. Therefore, integrating the RME approach into mathematics instruction, potentially combined with expository methods, can optimize students’ learning outcomes.
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